UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT Top of Form Bottom of Form Teacher’s Name : Ms. Carey Lesson #: 2 Facet: Application Grade Level : 8 Numbers of Days: 3-4 Topic: Pythagorean Theorem can be used to find unknown distances
PART I: Objectives Students will understand that the Pythagorean Theorem can be used to find unknown distances. Student will know Pythagorean Theorem, right angle, right triangle, hypotenuse, legs, polygon Pythagorean Theorem- a^2 +b^2= c^2, isolating variable, square root, substitution, solving equations, distance. Student will be able to do the Pythagorean Theorem and solve equations. Product: Google Earth
Maine Learning Results (MLR) or Common Core State Standards (CCSS) or Next Generation Science Standards (NGSS) Alignment Common Core State Standards Content Area: Geometry Grade Level: Grade 8 Domain: Geometry Cluster: Understand and apply the Pythagorean Theorem Standard: 7. Apply the Pythagorean Theorem to determine the unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions
Rationale: Students will learn to use the Pythagorean Theorem formula and how to use it for unknown distances.
Assessments Formative (Assessment for Learning) Section I – checking for understanding strategy during instruction Students will play the game slap it where they are on teams with answers on the wall. They will be asked questions that they will need to use the Pythagorean Theorem and when they think they have the answers, they slap the answer they would like. Section II – timely feedback for products (self, peer, teacher) Students will have an exit slip about how they are feeling about the information and the teacher will comment back on them for the next day.
Summative (Assessment of Learning): Using Google Earth, find three examples of where you would use the Pythagorean Theorem to get somewhere, and explain how and why you would want to use them. Screenshot your examples and put them into a word document where you explain your work. 60 points
Integration Technology (SAMR): Google Earth will be at a redefinition level because students will be able to fine any place on Earth that they want to see like they were there to use the Pythagorean Theorem.
Content Areas: Students will be using English when they write up their work on what they did on Google Earth.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction The Graphic Organizer the students will be using is Step-by-step in which students will have to list the steps of using the Pythagorean Theorem. They will also do the activity Rally Coach where they work in partners to do a problem and one partner is a coach and the other is the player. They talk about the problem together and then switch roles. Section II – Groups and Roles for Product Students will be in groups for the Slap it game and then in partners for Rally Coach. When students do the Google Earth project they will be working alone. Differentiated Instruction MI Strategies Logical: Students will be able to relate the Pythagorean Theorem to the real world using Google Earth. Visual: Students will be able to see descriptive pictures on Google Earth and be able to draw triangles on the screen. Intrapersonal: Students will have to complete an exit slip self reflecting asking how they feel about the material learned in class, if they have any questions, and what they thought of the lesson. Interpersonal: The game slap it, where there are answers to problems in the room, and students are split into small groups, each with the same answers showing. When the problem is presented to them, they have to slap the answer they think is correct. Kinesthetic: When students play the game slap it, they will be up and moving and involved in finding their answers relating to the Pythagorean Theorem. Naturalist: Students will be using Google Earth to find areas where they would personally want to use the Pythagorean Theorem and explain how and why they would do it.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students: If you miss a class, it is your responsibility to get your missing work and notes. Any handouts you missed will be in the back of the room in your class's folder with your name on them. After you get the notes from a peer and your handouts, discuss with me your due dates as I am willing to compromise depending on circumstances. If you have missed more than three days in a row, we can work out an alternative assignment.
Extensions Technology (SAMR): Gifted Students: If a student is gifted, they will be challenged to use three dimensions to find distances using the Pythagorean Theorem.
Materials, Resources and Technology List all the items you need for the lesson.
PART II: Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (1-2 pages) Describe your classroom arrangement. Classroom will be arranged in a rectangle with a diagonal in the middle.
Agenda (include days and times) Day 1: Step by Step organizer (10 Minutes) Hook about rectangles let you use Pythagorean theorem (5 Minutes) Examples of rectangles and using Pythagorean Theorem (15 Minutes) Rally Coach Activity (20 Minutes) Introduction to Google Earth and Assignment (30 minutes) Homework: Worksheet with problems of using Pythagorean Theorem in rectangles and squares.
Day 2: Activity Slap it (40 Minutes) Google Earth Assignment Work Session (35 Minutes) Exit Slip (5 Minutes) Homework: Google Earth assignment due by end of next class.
Day 3: Work Session and Pass in by end of Class (80 Minutes)
Teaching and Learning Sequence (Include all hyperlinks of the above URL's in this section.) The desks will be arranged in a rectangle with a diagonal drawn through it so the students will start to make a connection. Students will understand that the Pythagorean Theorem can be used to find unknown distances, especially when using rectangles and they will start to really realize this is useful. They will realize that if they don’t see a right triangle, it does not mean that they can not use the Pythagorean Theorem. My hook is going to be relating the Pythagorean Theorem to walking around a football field. Where, Why , What, Hook Tailors: Kinestheti, Logical
Student will know Pythagorean Theorem, right angle, right triangle, hypotenuse, legs, polygon Pythagorean Theorem- a^2 +b^2= c^2, isolating variable, square root, substitution, solving equations, distance (See content notes). The Graphic Organizer students will use is the Step-by-Step where they will write the steps of using the Pythagorean Theorem. They will play both the Rally Coach and Slap it activities. In the Rally Coach activity they will be conversing with a partner and play both the role of a coach and the player to solve Pythagorean Theorem problems. When students play Slap it, they will have an interactive activity in groups where the game will be competitive and give the students time to practice their skills. Their checking for understanding will be during the Slap it game and an exit slip where they will tell their concerns and their feelings on what they need more practice with. Equip, Explore, Rethink, Tailors: Kinesethetic, Interpersonal, Intrapersonal,
Students will be able to do the Pythagorean Theorem formula and find unknown distances. Student will knowPythagorean Theorem, right angle, right triangle, hypotenuse, legs, polygon Pythagorean Theorem- a^2 +b^2= c^2, isolating variable, square root, substitution, solving equations, distance. The teacher will check for understanding when the students do the activity slap it as a class. Students will also use Google Earth as a project to show that they know they can find unknown distances through many different ways and relate the Pythagorean Theorem to real life. The students will each be doing their own project on Google Earth so the teacher can really see their progress and understanding. The students will self-assess themselves after their project on what they could have done better and what they learned. Experience, Revise, Refine, Tailors: Naturalist, Visual, Intrapersonal, Logical
Students will get timely feedback on their exit slips and their Google Earth projects, along with their reflections about their own Google Earth project. This is going to connect to their next lesson where they will be learning about other polygon shapes and how they can use the Pythagorean Theorem to find sides and distances in those also. Recognizing that they can use the Pythagorean Theorem in a rectangle, and not just a triangle, is the first step to recognize the Pythagorean Theorem in other shapes. Evaluate, Tailors: Naturalist
Teacher Content Notes Students will know Pythagorean Theorem, right angle, right triangle, hypotenuse, legs, polygon Pythagorean Theorem- a^2 +b^2= c^2, isolating variable, square root, substitution, solving equations, distance. Develop detailed content notes so a substitute or a colleague can teach your lesson. (1-2pages)
Give out graphic organizer, give 6 minutes to self fill out steps of using the Pythagorean Theorem and then spend 4 minutes to quickly go over it as a group
Explain example of using Pythagorean Theorem when walking around football field for hook
Examples for Slap it
Ask, how would you find the area of this rectangle, do it. Then next, what if we cut the rectangle in half and wanted the area of the triangle instead? Do it with them.
The only difference is we know all rectangles and squares have right angles, so we know we can use the Pythagorean Theorem to find the diagonal (hypotenuse) because it is a right triangle.
Now, we can use the rectangle for perimeter too. If we were to walk all the way around the football field, how would we find the perimeter. Do that problem out with them.
Then, if we wanted to walk through the middle instead, so it is quicker, how much shorter would that walk be? To do so, we need to find the hypotenuse. Do the problem by yourselves and then we will together.
Do more practice problems if they seem confused and want more practice. Rally Coach activity
Pass out worksheets with practice problems and time them, 10 minutes coaching and 10 minutes playing.
Google Earth Assignment
Pass out requirements and explain project
Homework assignment given. Next Day
Explain Slap it Activity and Play it with them. See handout for practice problems
Work Session for Google Earth projects until last 5 minutes of class.
Exit Slip Last Day Google Earth
Handouts List the items that need to be printed out for the lesson.
Exit Slip
Step-by-step Organizer
Rally Coach practice problems
Slap it Practice Problems
Google Earth Assignment expectations
Maine Common Core Teaching Standards for Initial Teacher Certification and Rational Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles Clipboard: Students will have all of their assignment dates and their assignments given to them at the beginning of the lesson so they know what is expected and when their assignments are due. Microscope: Students will be able to explore Google Earth and analyze their own data they create by using the Pythagorean Theorem to find a real life situation. Puppy: The class will have an exit slip where they are able to think about how they are feeling on the content. Beach Ball: When students use Google Earth they can be very creative and create any sort of distance problems they want.
Rationale: This demonstrates the standard by allowing students to find unknown distances using the Pythagorean Theorem through Google Earth. Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth , to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: Section I – checking for understanding strategy during instruction: The activity Slap it will be played where the teacher can check what students know as a group, and an exit card will be given so students can reflect by themselves on how they are feeling about the Pythagorean Theorem. Section II – timely feedback for products (self, peer, teacher): Students are self reflecting when they complete their exit card and the teacher is commenting back on them for the next day so the teacher knows how they are feeling and if more explanation is needed. Summative: Students will have a Google Earth project where they will find three examples of where you would use the Pythagorean Theorem to get somewhere, and explain how and why you would want to use them. Screenshot your examples and put them into a word document where you explain your work. Rationale: Students will not be graded at any point during formative assessment. Everything accomplished during formative assessment will set students up for success for their summative assessment. The summative assessment will incorporate everything they have learned about the Pythagorean Theorem up to this point.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge: MLR or CCSS or NGSS Common Core State Standards Content Area: Geometry Grade Level: Grade 8 Domain: Geometry Cluster: Understand and apply the Pythagorean Theorem Standard: 7. Apply the Pythagorean Theorem to determine the unknown side lengths in right triangles in real-world and mathematical problems in two and three dimension Facet: Application Rationale: Students will be using the Pythagorean Theorem to find unknown distances in the real world. Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: Logic: Students will be able to relate the Pythagorean Theorem to the real world using Google Earth. Visual: Students will be able to see descriptive pictures on Google Earth and be able to draw triangles on the screen. Kinesthestic: When students play the game slap it, they will be up and moving and involved in finding their answers relating to the Pythagorean Theorem. Intrapersonal: Students will have to complete an exit slip self reflecting asking how they feel about the material learned in class, if they have any questions, and what they thought of the lesson. Interpersonal: The game slap it, where there are answers to problems in the room, and students are split into small groups, each with the same answers showing. When the problem is presented to them, they have to slap the answer they think is correct. Naturalist: Students will be using Google Earth to find areas where they would personally want to use the Pythagorean Theorem and explain how and why they would do it.
SAMR: Google Earth reaches the redefinition level because students are allowed to look at anywhere in the world and see what it would look like in detail, which they can not do for free or just walk to down the road. Rationale:Throughout this lesson, students will mainly be focusing on a small target, which is the Pythagorean Theorem in another shape other than a triangle, a rectangle, and finding unknown distances using it. They will use many intelligence's doing this and make a small project by themselves that will show their knowledge.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments Rationale: a, b, c, d Students will be reflecting on their progress in the unit and relate the Pythagorean Theorem to the real world with Google Earth and create their own problems.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S. a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching. Rationale: a, b, c, d Students will use Google Earth to develop their own creativity in distance problems. Students with diverse learning styles will almost all find something in the lesson that helps them and they will be assessed with activities and their project.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Top of Form
Bottom of Form
Teacher’s Name : Ms. Carey Lesson #: 2 Facet: Application
Grade Level : 8 Numbers of Days: 3-4
Topic: Pythagorean Theorem can be used to find unknown distances
PART I:
Objectives
Students will understand that the Pythagorean Theorem can be used to find unknown distances.
Student will know Pythagorean Theorem, right angle, right triangle, hypotenuse, legs, polygon Pythagorean Theorem- a^2 +b^2= c^2, isolating variable, square root, substitution, solving equations, distance.
Student will be able to do the Pythagorean Theorem and solve equations.
Product: Google Earth
Maine Learning Results (MLR) or Common Core State Standards (CCSS) or Next Generation Science Standards (NGSS) Alignment
Common Core State Standards
Content Area: Geometry
Grade Level: Grade 8
Domain: Geometry
Cluster: Understand and apply the Pythagorean Theorem
Standard: 7. Apply the Pythagorean Theorem to determine the unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions
Rationale: Students will learn to use the Pythagorean Theorem formula and how to use it for unknown distances.
Assessments
Formative (Assessment for Learning)
Section I – checking for understanding strategy during instruction
Students will play the game slap it where they are on teams with answers on the wall. They will be asked questions that they will need to use the Pythagorean Theorem and when they think they have the answers, they slap the answer they would like.
Section II – timely feedback for products (self, peer, teacher)
Students will have an exit slip about how they are feeling about the information and the teacher will comment back on them for the next day.
Summative (Assessment of Learning):
Using Google Earth, find three examples of where you would use the Pythagorean Theorem to get somewhere, and explain how and why you would want to use them. Screenshot your examples and put them into a word document where you explain your work. 60 points
Integration
Technology (SAMR):
Google Earth will be at a redefinition level because students will be able to fine any place on Earth that they want to see like they were there to use the Pythagorean Theorem.
Content Areas:
Students will be using English when they write up their work on what they did on Google Earth.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
The Graphic Organizer the students will be using is Step-by-step in which students will have to list the steps of using the Pythagorean Theorem. They will also do the activity Rally Coach where they work in partners to do a problem and one partner is a coach and the other is the player. They talk about the problem together and then switch roles.
Section II – Groups and Roles for Product
Students will be in groups for the Slap it game and then in partners for Rally Coach. When students do the Google Earth project they will be working alone.
Differentiated Instruction
MI Strategies
Logical: Students will be able to relate the Pythagorean Theorem to the real world using Google Earth.
Visual: Students will be able to see descriptive pictures on Google Earth and be able to draw triangles on the screen.
Intrapersonal: Students will have to complete an exit slip self reflecting asking how they feel about the material learned in class, if they have any questions, and what they thought of the lesson.
Interpersonal: The game slap it, where there are answers to problems in the room, and students are split into small groups, each with the same answers showing. When the problem is presented to them, they have to slap the answer they think is correct.
Kinesthetic: When students play the game slap it, they will be up and moving and involved in finding their answers relating to the Pythagorean Theorem.
Naturalist: Students will be using Google Earth to find areas where they would personally want to use the Pythagorean Theorem and explain how and why they would do it.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
If you miss a class, it is your responsibility to get your missing work and notes. Any handouts you missed will be in the back of the room in your class's folder with your name on them. After you get the notes from a peer and your handouts, discuss with me your due dates as I am willing to compromise depending on circumstances. If you have missed more than three days in a row, we can work out an alternative assignment.
Extensions
Technology (SAMR): Gifted Students:
If a student is gifted, they will be challenged to use three dimensions to find distances using the Pythagorean Theorem.
Materials, Resources and Technology
List all the items you need for the lesson.
Source for Lesson Plan and Research
List all URL and describe.
//http://edu221resources.wikispaces.com/file/view/cooperative_learning_strategies.pdf/426402320/cooperative_learning_strategies.pdf//Slap it game is found here.
https://www.youtube.com/watch?v=_2qnx7oN33s Google Earth tutorial
http://www.eduplace.com/graphicorganizer/pdf/stepchart_eng.pdf Step-by-step Graphic Organizer
https://www.youtube.com/watch?v=tFxMY5h7I3MExtra Help Video to rectangles and Pythagorean Theorem //http://edu221resources.wikispaces.com/file/view/cooperative_learning_strategies.pdf/426402320/cooperative_learning_strategies.pdf//Rally Coach Activity
http://www.coolmath.com/reference/rectangles Pythagorean Theorem with a rectangle area site
https://www.youtube.com/watch?v=IpZY8X7EFPA Rectangle Area Video with Pythagorean Theorem
http://www.mathopenref.com/rectanglediagonals.html Helpful Site for Rectangle Pythagorean Theorem
http://www.varsitytutors.com/sat_math-help/how-to-find-the-length-of-the-diagonal-of-a-rectangle Relatable to real life- SAT’s
http://www.mathwarehouse.com/geometry/quadrilaterals/parallelograms/rectangle.php Connecting to rectangles
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (1-2 pages)
Describe your classroom arrangement.
Classroom will be arranged in a rectangle with a diagonal in the middle.
Agenda (include days and times)
Day 1:
Step by Step organizer (10 Minutes)
Hook about rectangles let you use Pythagorean theorem (5 Minutes)
Examples of rectangles and using Pythagorean Theorem (15 Minutes)
Rally Coach Activity (20 Minutes)
Introduction to Google Earth and Assignment (30 minutes)
Homework: Worksheet with problems of using Pythagorean Theorem in rectangles and squares.
Day 2:
Activity Slap it (40 Minutes)
Google Earth Assignment Work Session (35 Minutes)
Exit Slip (5 Minutes)
Homework: Google Earth assignment due by end of next class.
Day 3:
Work Session and Pass in by end of Class (80 Minutes)
Teaching and Learning Sequence (Include all hyperlinks of the above URL's in this section.)
The desks will be arranged in a rectangle with a diagonal drawn through it so the students will start to make a connection. Students will understand that the Pythagorean Theorem can be used to find unknown distances, especially when using rectangles and they will start to really realize this is useful. They will realize that if they don’t see a right triangle, it does not mean that they can not use the Pythagorean Theorem. My hook is going to be relating the Pythagorean Theorem to walking around a football field.
Where, Why , What, Hook Tailors: Kinestheti, Logical
Student will know Pythagorean Theorem, right angle, right triangle, hypotenuse, legs, polygon Pythagorean Theorem- a^2 +b^2= c^2, isolating variable, square root, substitution, solving equations, distance (See content notes). The Graphic Organizer students will use is the Step-by-Step where they will write the steps of using the Pythagorean Theorem. They will play both the Rally Coach and Slap it activities. In the Rally Coach activity they will be conversing with a partner and play both the role of a coach and the player to solve Pythagorean Theorem problems. When students play Slap it, they will have an interactive activity in groups where the game will be competitive and give the students time to practice their skills. Their checking for understanding will be during the Slap it game and an exit slip where they will tell their concerns and their feelings on what they need more practice with.
Equip, Explore, Rethink, Tailors: Kinesethetic, Interpersonal, Intrapersonal,
Students will be able to do the Pythagorean Theorem formula and find unknown distances. Student will knowPythagorean Theorem, right angle, right triangle, hypotenuse, legs, polygon Pythagorean Theorem- a^2 +b^2= c^2, isolating variable, square root, substitution, solving equations, distance. The teacher will check for understanding when the students do the activity slap it as a class. Students will also use Google Earth as a project to show that they know they can find unknown distances through many different ways and relate the Pythagorean Theorem to real life. The students will each be doing their own project on Google Earth so the teacher can really see their progress and understanding. The students will self-assess themselves after their project on what they could have done better and what they learned.
Experience, Revise, Refine, Tailors: Naturalist, Visual, Intrapersonal, Logical
Students will get timely feedback on their exit slips and their Google Earth projects, along with their reflections about their own Google Earth project. This is going to connect to their next lesson where they will be learning about other polygon shapes and how they can use the Pythagorean Theorem to find sides and distances in those also. Recognizing that they can use the Pythagorean Theorem in a rectangle, and not just a triangle, is the first step to recognize the Pythagorean Theorem in other shapes.
Evaluate, Tailors: Naturalist
Teacher Content Notes
Students will know Pythagorean Theorem, right angle, right triangle, hypotenuse, legs, polygon Pythagorean Theorem- a^2 +b^2= c^2, isolating variable, square root, substitution, solving equations, distance.
Develop detailed content notes so a substitute or a colleague can teach your lesson. (1-2pages)
- Give out graphic organizer, give 6 minutes to self fill out steps of using the Pythagorean Theorem and then spend 4 minutes to quickly go over it as a group
- Explain example of using Pythagorean Theorem when walking around football field for hook
- Examples for Slap it
Ask, how would you find the area of this rectangle, do it. Then next, what if we cut the rectangle in half and wanted the area of the triangle instead? Do it with them.- Now, we can use the rectangle for perimeter too. If we were to walk all the way around the football field, how would we find the perimeter. Do that problem out with them.
- Then, if we wanted to walk through the middle instead, so it is quicker, how much shorter would that walk be? To do so, we need to find the hypotenuse. Do the problem by yourselves and then we will together.
Do more practice problems if they seem confused and want more practice.Rally Coach activity
- Pass out worksheets with practice problems and time them, 10 minutes coaching and 10 minutes playing.
Google Earth Assignment- Pass out requirements and explain project
Homework assignment given.Next Day
- Explain Slap it Activity and Play it with them. See handout for practice problems
- Work Session for Google Earth projects until last 5 minutes of class.
Exit SlipLast Day
Google Earth
Handouts
List the items that need to be printed out for the lesson.
- Exit Slip
- Step-by-step Organizer
- Rally Coach practice problems
- Slap it Practice Problems
- Google Earth Assignment expectations
Maine Common Core Teaching Standards for Initial Teacher Certification and RationalStandard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: Students will have all of their assignment dates and their assignments given to them at the beginning of the lesson so they know what is expected and when their assignments are due.
Microscope: Students will be able to explore Google Earth and analyze their own data they create by using the Pythagorean Theorem to find a real life situation.
Puppy: The class will have an exit slip where they are able to think about how they are feeling on the content.
Beach Ball: When students use Google Earth they can be very creative and create any sort of distance problems they want.
Rationale: This demonstrates the standard by allowing students to find unknown distances using the Pythagorean Theorem through Google Earth.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth , to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative:
Section I – checking for understanding strategy during instruction: The activity Slap it will be played where the teacher can check what students know as a group, and an exit card will be given so students can reflect by themselves on how they are feeling about the Pythagorean Theorem.
Section II – timely feedback for products (self, peer, teacher): Students are self reflecting when they complete their exit card and the teacher is commenting back on them for the next day so the teacher knows how they are feeling and if more explanation is needed.
Summative: Students will have a Google Earth project where they will find three examples of where you would use the Pythagorean Theorem to get somewhere, and explain how and why you would want to use them. Screenshot your examples and put them into a word document where you explain your work.
Rationale: Students will not be graded at any point during formative assessment. Everything accomplished during formative assessment will set students up for success for their summative assessment. The summative assessment will incorporate everything they have learned about the Pythagorean Theorem up to this point.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
MLR or CCSS or NGSS
Common Core State Standards
Content Area: Geometry
Grade Level: Grade 8
Domain: Geometry
Cluster: Understand and apply the Pythagorean Theorem
Standard: 7. Apply the Pythagorean Theorem to determine the unknown side lengths in right triangles in real-world and mathematical problems in two and three dimension
Facet: Application
Rationale: Students will be using the Pythagorean Theorem to find unknown distances in the real world.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Logic: Students will be able to relate the Pythagorean Theorem to the real world using Google Earth.
Visual: Students will be able to see descriptive pictures on Google Earth and be able to draw triangles on the screen.
Kinesthestic: When students play the game slap it, they will be up and moving and involved in finding their answers relating to the Pythagorean Theorem.
Intrapersonal: Students will have to complete an exit slip self reflecting asking how they feel about the material learned in class, if they have any questions, and what they thought of the lesson.
Interpersonal: The game slap it, where there are answers to problems in the room, and students are split into small groups, each with the same answers showing. When the problem is presented to them, they have to slap the answer they think is correct.
Naturalist: Students will be using Google Earth to find areas where they would personally want to use the Pythagorean Theorem and explain how and why they would do it.
SAMR: Google Earth reaches the redefinition level because students are allowed to look at anywhere in the world and see what it would look like in detail, which they can not do for free or just walk to down the road.
Rationale: Throughout this lesson, students will mainly be focusing on a small target, which is the Pythagorean Theorem in another shape other than a triangle, a rectangle, and finding unknown distances using it. They will use many intelligence's doing this and make a small project by themselves that will show their knowledge.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale: a, b, c, d
Students will be reflecting on their progress in the unit and relate the Pythagorean Theorem to the real world with Google Earth and create their own problems.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
Rationale: a, b, c, d
Students will use Google Earth to develop their own creativity in distance problems. Students with diverse learning styles will almost all find something in the lesson that helps them and they will be assessed with activities and their project.